New Brunswick · Grade 1
Mathematics, Grade 1
New Brunswick’s Grade 1 math course, from Number to Shape and Space.
- Units
- 3
- Lessons
- 9
- Skills
- 28
- Provincial exam
- None
- Official curriculum
- New Brunswick Department of Education and Early Childhood Development
Unit by unit
Every skill in the course, numbered by unit.
Unit 1 · 18 skills
Number
Counting and Skip-Counting
Counting forward and backward by 1s
I can count forward and backward by 1s between two numbers.
Skill 1.1
Skip-counting by 2s, 5s, and 10s
I can skip-count by 2s, 5s, and 10s.
Skill 1.2
Counting Sets
Seeing how many at a glance
I can say how many I see without counting one by one.
Skill 1.3
The last number tells how many
I know the last number I say tells how many, and the total does not change with order.
Skill 1.4
Counting on from a number you know
I can start from a number I know and count on to find the total.
Skill 1.5
Counting a set in equal groups
I can count a set faster by making equal groups.
Skill 1.6
Numbers to 20
Showing numbers to 20
I can show numbers up to 20 with counters, pictures, and numerals.
Skill 1.7
Showing a number as equal groups
I can show a number as equal groups, sometimes with extra singles.
Skill 1.8
Comparing and Estimating
Comparing sets with a referent
I can compare a set to a known amount using words like more and fewer.
Skill 1.9
Matching sets one to one
I can match two sets one to one to see which has more.
Skill 1.10
Estimating amounts to 20
I can estimate about how many using a referent.
Skill 1.11
One more, two more, one less, two less
I can name the number that is one or two more or less.
Skill 1.12
Addition and Subtraction to 20
Talking about adding and taking away
I can use words to describe joining and taking away.
Skill 1.13
Solving adding and taking-away problems
I can make up and solve adding and taking-away stories.
Skill 1.14
Modelling and recording number sentences
I can model an adding or taking-away action and write it as a number sentence.
Skill 1.15
Counting on and counting back to add and subtract
I can count on or count back to find sums and differences.
Skill 1.16
Making 10 and using doubles
I can use making 10 and doubles to find sums.
Skill 1.17
Using addition to subtract
I can find a subtraction fact by thinking about addition.
Skill 1.18
The official wording · 18 outcomes
- 1.1
- Say the number sequence, 0 to 100, by: 1s forward and backward between any two given numbers
- 1.2
- 2s to 20, forward starting at 0; 5s and 10s to 100, forward starting at 0.
- 1.3
- Recognize, at a glance, and name familiar arrangements of 1 to 10 objects or dots.
- 1.4
- Demonstrate an understanding of counting by: indicating that the last number said identifies “how many”; showing that any set has only one count
- 1.5
- using the counting on strategy
- 1.6
- using parts or equal groups to count sets.
- 1.7
- Represent and describe numbers to 20 concretely, pictorially and symbolically.
- 1.8
- Demonstrate, concretely and pictorially, how a given number can be represented by a variety of equal groups with and without singles.
- 1.9
- Compare sets containing up to 20 elements to solve problems using: referents
- 1.10
- Compare sets containing up to 20 elements to solve problems using: referents; one-to-one correspondence.
- 1.11
- Estimate quantities to 20 by using referents.
- 1.12
- Identify the number, up to 20, that is one more, two more, one less and two less than a given number.
- 1.13
- using familiar and mathematical language to describe additive and subtractive actions from their experience
- 1.14
- creating and solving problems in context that involve addition and subtraction
- 1.15
- modelling addition and subtraction using a variety of concrete and visual representations, and recording the process symbolically.
- 1.16
- Describe and use mental mathematics strategies (memorization not intended), such as: counting on and counting back
- 1.17
- making 10; doubles
- 1.18
- using addition to subtract for the basic addition and subtraction facts to 18.
Key ideas
Counting forward means each number is one bigger; counting backward means each number is one smaller.
Subitizing means knowing a small amount just by looking, like the dots on a die.
A number to 20 can be shown with counters, ten-frames, drawings, or a written numeral.
A referent is a known amount we compare a new set to.
Joining words like 'and,' 'more,' and 'altogether' describe adding.
Watch out for
- Skipping a number or saying two numbers at once while counting.
- Counting each dot instead of recognizing the whole pattern.
- Confusing teen numbers like 13 and 30 when saying them.
Every skill’s key ideas, worked examples and checks are in MapleMind.Practise this unit
Unit 2 · 5 skills
Patterns and Relations
Patterns & Relations
Repeating Patterns
Describing repeating patterns
I can describe a repeating pattern and find the part that repeats.
Skill 2.1
Copying, extending, and creating patterns
I can copy a pattern, keep it going, and make my own.
Skill 2.2
Translating a pattern to a new form
I can show the same pattern in a new way.
Skill 2.3
Equality and the Equal Sign
Balance and imbalance
I can show when two sets are equal or not equal using a balance.
Skill 2.4
Writing equalities with the equal sign
I can write an equality using the equal sign.
Skill 2.5
The official wording · 5 outcomes
- 2.1
- Demonstrate an understanding of repeating patterns (two to four elements) by: describing
- 2.2
- reproducing; extending; creating patterns using manipulatives, diagrams, sounds and actions.
- 2.3
- Translate repeating patterns from one representation to another.
- 2.4
- Describe equality as a balance and inequality as an imbalance, concretely and pictorially (0 to 20).
- 2.5
- Record equalities using the equal symbol.
Key ideas
A repeating pattern has a core that repeats, like red-blue-red-blue.
Two sets are equal when they balance, like a level see-saw.
Patterns can be made of colours, shapes, sounds, or actions.
When one side has more, the sets are unequal and the balance tips.
We can reproduce a pattern with different materials, keeping the same repeating core.
Watch out for
- Missing the exact core that repeats.
- Thinking a level balance can still have unequal amounts.
- Calling a random sequence a pattern when nothing repeats.
Every skill’s key ideas, worked examples and checks are in MapleMind.Practise this unit
Unit 3 · 5 skills
Shape and Space
Measuring by Comparing
Comparing and ordering by an attribute
I can compare and order objects by an attribute like length or mass.
Skill 3.1
Comparing by filling, covering, and matching
I can compare objects by filling, covering, or matching them.
Skill 3.2
Sorting and Building Shapes
Sorting shapes and objects
I can sort shapes and objects and tell my sorting rule.
Skill 3.3
Building shapes from smaller shapes
I can build a bigger shape out of smaller shapes.
Skill 3.4
Finding flat shapes on solid objects
I can find flat shapes on solid objects around me.
Skill 3.5
The official wording · 5 outcomes
- 3.1
- Demonstrate an understanding of measurement as a process of comparing by: identifying attributes that can be compared; ordering objects; making statements of comparison
- 3.2
- filling, covering or matching.
- 3.3
- Sort 3-D objects and 2-D shapes using one attribute, and explain the sorting rule.
- 3.4
- Replicate composite 2-D shapes and 3-D objects.
- 3.5
- Compare 2-D shapes to parts of 3-D objects in the environment.
Key ideas
We can compare objects by length or by mass (how heavy they are).
We can sort by one attribute, like colour, size, or whether it rolls.
Statements like 'longer than' or 'heavier than' describe the comparison.
The sorting rule tells why each item is in its group.
Filling one container from another shows which holds more.
Watch out for
- Comparing by the wrong attribute (length instead of mass).
- Switching the sorting rule partway through.
- Saying 'bigger' without naming which attribute.
Every skill’s key ideas, worked examples and checks are in MapleMind.Practise this unit
Plan the term
Pick your term and the days you study. Each unit gets its share of the weeks and comes back a week later for a review. The last two weeks go over the whole course.
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The official curriculum
This page follows New Brunswick’s own curriculum for Mathematics, Grade 1.
Strands
| Strand | Outcomes | Taught in |
|---|---|---|
| NNumber | Outcomes 10 | Taught in Unit 1 |
| PRPatterns & Relations | Outcomes 4 | Taught in Unit 2Patterns and Relations |
| SSShape and Space | Outcomes 4 | Taught in Unit 3 |
Study it in MapleMind
MapleMind teaches Mathematics, Grade 1 one skill at a time. Each skill gets a short lesson, practice as you go and a check worth up to three stars. It remembers where you stopped.
Course Companion
Your year in one workbook
A fun way to keep Mathematics, Grade 1 organized, get to know your child better and see early when they need a hand. Fill it in on a screen, or print it.
- Pages
- 24
- Fillable fields
- 1,334
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Questions about Mathematics, Grade 1
What is Mathematics, Grade 1?
New Brunswick’s Grade 1 math course: 3 units and 28 skills, from Number to Shape and Space.
What units are in Mathematics, Grade 1?
1. Number, 2. Patterns and Relations and 3. Shape and Space.
Is there a provincial exam for Mathematics, Grade 1?
No. New Brunswick gives no provincial exam for Mathematics, Grade 1.
What comes after Mathematics, Grade 1?
Mathematics, Grade 2.
Can MapleMind help with Mathematics, Grade 1?
Yes. MapleMind teaches every skill of Mathematics, Grade 1, step by step, with practice and checks, and its tutor answers questions about any of them. It’s free with daily limits, on iPhone, Android and the web.
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